Managing Quality from a Distance: A Case Study of Collaboration Between Oman and New Zealand

O’Rourke, Susan; Bulushi, H. A. Al

doi:10.1080/13538322.2010.506699

Cited by 9 publications

(5 citation statements)

References 12 publications

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“…Regarding variable normality, skewness ranged between 0.44 and 1.25, and kurtosis ranged between 0.32 and 2.06, indicating the current data meet the assumption of a multivariate normal distribution, with the standard skewness and kurtosis being >3. Regarding scale reliability, Cronbach's a values ranging from 0.90 to 0.96 exceeded the standard of 0.70 recommended for exploratory research (Nunnally and Bernstein, 1994), which indicates good internal consistency estimates. The correlation coefficient estimates among the research variables ranged between 0.279 and 0.379, indicating a strong statistically significant level.…”

Section: Preliminary Analyses and Measurement Model Estimationmentioning

confidence: 75%

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Program accreditation for enterprise change: how organizational support and commitment impact citizenship behaviour in Oman

Al-Mahdy

Emam

2022

QAE

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Purpose This study aims to investigate a mediated-effects model of organizational support and citizenship behaviour. The model proposes organizational support as an antecedent of citizenship behaviour and commitment to change (CTC) as a mediator in the organizational support–citizenship behaviour relationship. Design/methodology/approach Cross-sectional survey data were collected from university faculty (n = 221) and analyzed using structural equation modelling. Findings The findings showed that organizational support significantly contributes to increased citizenship behaviour and commitment of university faculty to program accreditation as an enterprise change process. The authors conclude that university-level organizational support shapes faculty’s CTC both directly and indirectly. The findings have significant practical implications for higher education institutions (HEIs) where new practices that aim at improving institutional effectiveness are embraced. Research limitations/implications The study is cross-sectional (i.e. one-time data collection), which restricts the ability to make generable inferences about cause-and-effect relationships. Although the authors tested a model, longitudinal research is needed to unpack the processes of organizational support, commitment and citizenship behaviour. During enterprise change management, organizations work tirelessly to build and maintain citizenship behaviour. Therefore, considering citizenship behaviour in relation to other processes over time is important. However, relying on one source of data may represent another limitation, which increases concerns about common method bias in the current investigation. Practical implications The study findings offer a number of implications to HEIs in contexts where accreditation is perceived as an enterprise change process. Universities, similar to any other organizations, rely consistently on methods and mechanism through which employees’ professional performance, engagement and involvement can be enhanced. Accreditation has always been examined by exploring externally focused variables such as global reputation, organizational prestige and international prominence. The present study, however, draws attention to how perceived organizational support (POS) may be an equally important lever that needs to be considered before accreditation is introduced in HEIs. University chancellors, deans and other university leaders can directly influence organizational support by creating a system that weighs the extra work needed, the human resources and the incentives, and developing a plausible action plan. Social implications It is unlikely that all faculty members will maintain quality relationship with the university leadership and immediate leaders such as department chairpersons or the college dean. This unlikelihood increases during crisis and change time. The study findings showed that POS contributes significantly to organizational citizenship behaviour. Therefore, it could be argued that the resistance to change that tends to be associated with accreditation can be mitigated by showing employees that support is accessible and attainable from up-line and immediate leaders. The findings suggest that commitment serves as an integral mediating mechanism between organizational support and citizenship behaviour. Indeed, commitment can be fully examined in practice from the perspective of its three-pronged structure (i.e. affective, continuance and normative). The findings provide credence to the notion that accreditation as an enterprise change process cannot be achieved without employee commitment and organizational support. Originality/value As a result of adopting globalized techniques, HEIs in Arab nations have undergone significant changes. In the Arab context, the adoption of academic program accreditation in HEIs has been seen as an enterprise change process with both supporters and detractors. In other words, implementing new systems or procedures results in changes that might upend personnel at any given organization. Therefore, it is contended that how well an organization responds to resistance to change will likely depend on the interaction of organizational, contextual and individual-related characteristics.

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Section: Preliminary Analyses and Measurement Model Estimationmentioning

confidence: 75%

“…More precisely, Oman’s HEIs engaged in a range of quality management initiatives that were primarily concerned with the evaluation of inputs, processes and outcomes. According to O’Rourke and Bulushi (2010), HEIs did not assess the effectiveness of their academic programs in comparison to a set of nationally or internationally acknowledged standards.…”

mentioning

confidence: 99%

Program accreditation for enterprise change: how organizational support and commitment impact citizenship behaviour in Oman

Al-Mahdy

Emam

2022

QAE

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“…Quality assurance was very often discussed from the viewpoint of ‘provider’ and ’receiver’ institutions and countries: the degree of autonomy of either branches or local institutions granted by the ‘home’ institution to adhere to procedures of the ’home’ institution or develop their own quality assurance processes [19-21,25]. Stella states that national frameworks for quality assurance of cross-border education are not well developed [2], though Murray argues that for Australia a sophisticated framework for monitoring of cross-border higher education exists [26].…”

Section: Resultsmentioning

confidence: 99%

Quality assurance in transnational higher education: a case study of the tropEd network

et al. 2013

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Introduction: Transnational or cross-border higher education has rapidly expanded since the 1980s. Together with that expansion issues on quality assurance came to the forefront. This article aims to identify key issues regarding quality assurance of transnational higher education and discusses the quality assurance of the tropEd Network for International Health in Higher Education in relation to these key issues. Methods: Literature review and review of documents.Results: From the literature the following key issues regarding transnational quality assurance were identified and explored: comparability of quality assurance frameworks, true collaboration versus erosion of national education sovereignty, accreditation agencies and transparency. The tropEd network developed a transnational quality assurance framework for the network. The network accredits modules through a rigorous process which has been accepted by major stakeholders. This process was a participatory learning process and at the same time the process worked positive for the relations between the institutions.Discussion: The development of the quality assurance framework and the process provides a potential example for others.

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“…prioritising either teaching or research) for attracting external students rather than focussing on specialising campuses to the local needs; potentially limiting the prosperity that can be brought to the areas regional campuses sit (Zeeman and Benneworth, 2017) [1]. Quality assurance also needs to be considered and the need to maintain standards and comparability across campuses (O'Rourke and Al Bulushi, 2010). Whilst this literature predominantly highlights the various pillars that are associated with the effectiveness in the governance of multi-campus universities, the focus of the current study is on the grass roots: faculty staff and student satisfaction at multi-campus universities.…”

Section: Introductionmentioning

confidence: 99%

Deconstructing quality at multi-campus universities: what moderates staff and student satisfaction?

Christensen

Nilsen

2021

QAE

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Purpose Through using a realist approach, this study aims to identify the key moderators of multi-campus effectiveness through a systematic literature review, with a focus on faculty staff and student satisfaction. Design/methodology/approach Following preferred reporting items for systematic reviews and meta-analyses guidelines, information from peer-reviewed journal papers relating to multi-campus universities was located. The systematic search spanned a 10 year period (2009 to 2019) and returned 538 results. After duplicates were removed, and titles, abstracts and full-texts were screened, 14 papers matched the eligibility criteria. Findings Four key moderators were identified through the thematic analysis: inconsistent technology, hesitation to innovate, geographical separation of staff and geographical separation of students. Originality/value By exploring the moderators, the study provides policy and practice professionals in higher education with a complex understanding of the key contexts that can hinder the success of staff and student satisfaction at multi-campus universities. To enhance the tangibility of the current review, the study concludes with practical steps forward for enhancing staff and student satisfaction at multi-campus universities.

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Managing Quality from a Distance: A Case Study of Collaboration Between Oman and New Zealand

Cited by 9 publications

References 12 publications

Program accreditation for enterprise change: how organizational support and commitment impact citizenship behaviour in Oman

Program accreditation for enterprise change: how organizational support and commitment impact citizenship behaviour in Oman

Quality assurance in transnational higher education: a case study of the tropEd network

Deconstructing quality at multi-campus universities: what moderates staff and student satisfaction?

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